Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activities. In the relational event models, we incorporated multiple factors including participant characteristics, network formation mechanisms and immediate participation shifts. Results indicated that the instructor was more likely to initiate interactions but less likely to receive responses. Popularity, activity and familiarity established in prior relational events positively affected future events. Immediate participation shifts such as local popularity, immediate reciprocation and activity bursts also played a positive role. The study highlights the importance of considering multiple factors when examining online discussions, demonstrates the utility of relational event modelling for analysing online interaction and contributes empirical insights into student interaction in online discussions. Implications for practice or policy: Supporting online discussions in college classrooms requires instructors to consider multiple actors including pedagogical designs, technological affordances, learner characteristics and social dynamics. Educators could go beyond simply counting student posts to paying attention to how students interact at a micro level. Educators and instructional designers could pay attention to socio-temporal dynamics in online discussions and evaluate whether emerging dynamics in a particular course are desirable and conducive to student learning.
{"title":"Uncovering socio-temporal dynamics in online discussions: An event-based approach","authors":"Bodong Chen, Oleksandra Poquet","doi":"10.14742/ajet.8618","DOIUrl":"https://doi.org/10.14742/ajet.8618","url":null,"abstract":"Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activities. In the relational event models, we incorporated multiple factors including participant characteristics, network formation mechanisms and immediate participation shifts. Results indicated that the instructor was more likely to initiate interactions but less likely to receive responses. Popularity, activity and familiarity established in prior relational events positively affected future events. Immediate participation shifts such as local popularity, immediate reciprocation and activity bursts also played a positive role. The study highlights the importance of considering multiple factors when examining online discussions, demonstrates the utility of relational event modelling for analysing online interaction and contributes empirical insights into student interaction in online discussions. Implications for practice or policy: Supporting online discussions in college classrooms requires instructors to consider multiple actors including pedagogical designs, technological affordances, learner characteristics and social dynamics. Educators could go beyond simply counting student posts to paying attention to how students interact at a micro level. Educators and instructional designers could pay attention to socio-temporal dynamics in online discussions and evaluate whether emerging dynamics in a particular course are desirable and conducive to student learning.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study utilised thesis process as a case to investigate how its digitalisation can improve operational and pedagogical processes. A thesis management system (Wihi), developed during thesis process digitalisation in a Finnish university, was piloted at the University of Ghana. The purpose was to see if the system supported the thesis process at the University of Ghana and if good practices were transferable. A total of 44 system users from the University of Ghana participated in the pilot to develop a more fluent and effortless thesis process for students, supervisors and coordinators. Eight of them were selected as informants for the study through interviews and a focus group. The data were coded and analysed using theory-based content analysis. The study’s findings reveal that the manual thesis process in use was laborious and dispersive, resulting in supervisors and coordinators frequently losing track of students’ work progress. The digitalisation improved the administrative and educational experiences of all the parties concerned, helping students and supervisors to maintain a transparent thesis process-based discussion and to better plan writing schedules. Additionally, coordinators were able to use data from thesis processes to support their decision-making. The results demonstrate that the good practices of thesis process digitalisation can be transferred across these two universities. Implications for practice or policy Universities should prioritise user-friendly digital tools that improve thesis work processes and provide valuable data for educational and administrative decision-making. When assessing technology acceptance in cross-cultural work settings, decision-makers can focus more on common core processes than cultural factors thanks to the increasing effects of globalisation and digitalisation. University leaders should offer appropriate training for education staff to promote smoother technology adoption, which can effectively reduce resistance to change.
{"title":"Contextualising thesis process digitalisation at a university in Ghana","authors":"Lais Oliveira Leite, Altti Lagstedt, Emmaunel Awuni Kolog, Kaisa Tsupari","doi":"10.14742/ajet.8801","DOIUrl":"https://doi.org/10.14742/ajet.8801","url":null,"abstract":"This study utilised thesis process as a case to investigate how its digitalisation can improve operational and pedagogical processes. A thesis management system (Wihi), developed during thesis process digitalisation in a Finnish university, was piloted at the University of Ghana. The purpose was to see if the system supported the thesis process at the University of Ghana and if good practices were transferable. A total of 44 system users from the University of Ghana participated in the pilot to develop a more fluent and effortless thesis process for students, supervisors and coordinators. Eight of them were selected as informants for the study through interviews and a focus group. The data were coded and analysed using theory-based content analysis. The study’s findings reveal that the manual thesis process in use was laborious and dispersive, resulting in supervisors and coordinators frequently losing track of students’ work progress. The digitalisation improved the administrative and educational experiences of all the parties concerned, helping students and supervisors to maintain a transparent thesis process-based discussion and to better plan writing schedules. Additionally, coordinators were able to use data from thesis processes to support their decision-making. The results demonstrate that the good practices of thesis process digitalisation can be transferred across these two universities. Implications for practice or policy Universities should prioritise user-friendly digital tools that improve thesis work processes and provide valuable data for educational and administrative decision-making. When assessing technology acceptance in cross-cultural work settings, decision-makers can focus more on common core processes than cultural factors thanks to the increasing effects of globalisation and digitalisation. University leaders should offer appropriate training for education staff to promote smoother technology adoption, which can effectively reduce resistance to change.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"205 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As artificial intelligence (AI) continues to evolve, its impact on academic environments, especially in postgraduate research supervision, becomes increasingly significant. This study explored the impact of ChatGPT, an advanced AI conversational model, on five dimensions of research supervision: functional, enculturation, critical thinking, emancipation and relationship development. Using a qualitative approach, we examined the practices and perspectives of 20 postgraduate research students with at least 4 months’ experience of using ChatGPT in research activities in Australia. The study revealed several areas of impact, including accelerated research progress, enhanced research quality, improved scholarly development and professional skills, enhanced critical thinking, increased student confidence and autonomy, and a deeper supervisory relationship. The findings suggest a shift in the roles and responsibilities of supervisors and students: the former provides strategic direction and high-level guidance, while the latter transits from apprentices to autonomous researchers due to the independence fostered by ChatGPT. This shift suggests an evolving model of postgraduate research supervision, with educational technology acting as epistemic tools to enhance the supervisory process. The study also considers the ethical implications of AI-enabled support. Implications for practice or policy: Postgraduate students can be facilitated by ChatGPT in self-directed research for enhanced independence and autonomy. Supervisors can deploy supervisory meetings for high-level guidance and personalized feedback in an AI-enhanced supervision model. Postgraduate programmes can leverage generative AI tools for an AI-enhanced research supervision model. Universities need to develop AI literacy curricula and protocols to guide students towards responsible use of generative AI tools while addressing potential challenges.
{"title":"ChatGPT and its impact on research supervision: Insights from Australian postgraduate research students","authors":"Yun Dai, Sichen Lai, Cher Ping Lim, Angpeng Liu","doi":"10.14742/ajet.8843","DOIUrl":"https://doi.org/10.14742/ajet.8843","url":null,"abstract":"As artificial intelligence (AI) continues to evolve, its impact on academic environments, especially in postgraduate research supervision, becomes increasingly significant. This study explored the impact of ChatGPT, an advanced AI conversational model, on five dimensions of research supervision: functional, enculturation, critical thinking, emancipation and relationship development. Using a qualitative approach, we examined the practices and perspectives of 20 postgraduate research students with at least 4 months’ experience of using ChatGPT in research activities in Australia. The study revealed several areas of impact, including accelerated research progress, enhanced research quality, improved scholarly development and professional skills, enhanced critical thinking, increased student confidence and autonomy, and a deeper supervisory relationship. The findings suggest a shift in the roles and responsibilities of supervisors and students: the former provides strategic direction and high-level guidance, while the latter transits from apprentices to autonomous researchers due to the independence fostered by ChatGPT. This shift suggests an evolving model of postgraduate research supervision, with educational technology acting as epistemic tools to enhance the supervisory process. The study also considers the ethical implications of AI-enabled support. Implications for practice or policy: Postgraduate students can be facilitated by ChatGPT in self-directed research for enhanced independence and autonomy. Supervisors can deploy supervisory meetings for high-level guidance and personalized feedback in an AI-enhanced supervision model. Postgraduate programmes can leverage generative AI tools for an AI-enhanced research supervision model. Universities need to develop AI literacy curricula and protocols to guide students towards responsible use of generative AI tools while addressing potential challenges.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"86 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael Cowling, Joseph Crawford, Kelly-Ann Allen, Michael Wehmeyer
ChatGPT and other artificial intelligence (AI) and large language models (LLMs) have hit higher education by storm. Much of the research focuses on how this – and similar – tools can be leveraged for effective education of undergraduate coursework students. In this study, we explore the emerging benefits and limitations of ChatGPT and LLMs in the context of undergraduate and postgraduate research supervision. What we found was that psychological need fulfilment, research student autonomy and relatedness were key outcomes that could be cultivated at the student level. At a unit or subject level, the opportunity for formative feedback was seen as a strength. We also discuss some key limitations to the tool, including how limited its ability to deconstruct social injustice and generate content appropriate to context. We used an example of leadership research to highlight that it may preference good outcomes and likewise present information related to current and normative practices rather than desired future practices. We conclude by considering the broad implications of this work on research supervision relationships. Implications for practice or policy: ChatGPT has the ability to enhance research higher degree research practices. AI and LLMs may support student psychological need fulfilment, autonomy, competence and relatedness. ChatGPT could provide preliminary formative feedback support for research and doctoral students prior to submitting drafts to supervisory teams. Policy safeguards are needed to ensure research responses to lack of context, data bias, equity concerns and lack of an ethical framework.
{"title":"Using leadership to leverage ChatGPT and artificial intelligence for undergraduate and postgraduate research supervision","authors":"Michael Cowling, Joseph Crawford, Kelly-Ann Allen, Michael Wehmeyer","doi":"10.14742/ajet.8598","DOIUrl":"https://doi.org/10.14742/ajet.8598","url":null,"abstract":"ChatGPT and other artificial intelligence (AI) and large language models (LLMs) have hit higher education by storm. Much of the research focuses on how this – and similar – tools can be leveraged for effective education of undergraduate coursework students. In this study, we explore the emerging benefits and limitations of ChatGPT and LLMs in the context of undergraduate and postgraduate research supervision. What we found was that psychological need fulfilment, research student autonomy and relatedness were key outcomes that could be cultivated at the student level. At a unit or subject level, the opportunity for formative feedback was seen as a strength. We also discuss some key limitations to the tool, including how limited its ability to deconstruct social injustice and generate content appropriate to context. We used an example of leadership research to highlight that it may preference good outcomes and likewise present information related to current and normative practices rather than desired future practices. We conclude by considering the broad implications of this work on research supervision relationships. Implications for practice or policy: ChatGPT has the ability to enhance research higher degree research practices. AI and LLMs may support student psychological need fulfilment, autonomy, competence and relatedness. ChatGPT could provide preliminary formative feedback support for research and doctoral students prior to submitting drafts to supervisory teams. Policy safeguards are needed to ensure research responses to lack of context, data bias, equity concerns and lack of an ethical framework.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher J. Holt, Zahra Aziz, Stephen Mckenzie, F. Garivaldis, Alice Gornall, Jennifer Chung, Matthew Mundy
Whilst online learning has gained rapid momentum, the development of online technology and practices that support the delivery of online courses with a large research component has been slow. In 2017, the School of Psychological Sciences at Monash University, Australia, developed a potentially scalable and transferable online research portal. This is an all-in-one platform that is designed to facilitate and support online research and research supervision, for supervisors and students. The research portal has evolved to currently provide research and research supervision support to over 700 online psychology students at the university. This paper describes the development, implementation and impact of the research portal and presents data from a preliminary evaluation of its usability and user satisfaction. Both research students and supervisors from the fully online fourth-year Graduate Diploma of Psychology Advanced program at Monash University participated in a series of focus groups, individual usability testing sessions, and surveys, and reported favourably on the research portal’s research supervisor and supervisee user satisfaction and usability. Qualitative and quantitative feedback provided useful information supporting research portal improvement and expansion possibilities, allowing an increasingly valuable contribution to online research supervision, research and research teaching. Implications for practice or policy All research students will be able to complete their research-related professional training online. Research supervisors and students will be able to access a standardised best practice online research supervision and research tool across courses and topics. Course leaders will be able to expand online education with an online research supervision and research tool that supports all research programs. Universities will be able to provide a research learning pathway for all students.
{"title":"Evaluating and expanding usability and user satisfaction of an online research portal","authors":"Christopher J. Holt, Zahra Aziz, Stephen Mckenzie, F. Garivaldis, Alice Gornall, Jennifer Chung, Matthew Mundy","doi":"10.14742/ajet.8594","DOIUrl":"https://doi.org/10.14742/ajet.8594","url":null,"abstract":"Whilst online learning has gained rapid momentum, the development of online technology and practices that support the delivery of online courses with a large research component has been slow. In 2017, the School of Psychological Sciences at Monash University, Australia, developed a potentially scalable and transferable online research portal. This is an all-in-one platform that is designed to facilitate and support online research and research supervision, for supervisors and students. The research portal has evolved to currently provide research and research supervision support to over 700 online psychology students at the university. This paper describes the development, implementation and impact of the research portal and presents data from a preliminary evaluation of its usability and user satisfaction. Both research students and supervisors from the fully online fourth-year Graduate Diploma of Psychology Advanced program at Monash University participated in a series of focus groups, individual usability testing sessions, and surveys, and reported favourably on the research portal’s research supervisor and supervisee user satisfaction and usability. Qualitative and quantitative feedback provided useful information supporting research portal improvement and expansion possibilities, allowing an increasingly valuable contribution to online research supervision, research and research teaching. Implications for practice or policy All research students will be able to complete their research-related professional training online. Research supervisors and students will be able to access a standardised best practice online research supervision and research tool across courses and topics. Course leaders will be able to expand online education with an online research supervision and research tool that supports all research programs. Universities will be able to provide a research learning pathway for all students.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"8 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this special issue of the Australasian Journal of Educational Technology, we have focused on how technology is utilised in undergraduate and postgraduate supervision practices to enhance the learning of research students. The views of supervisors and research students are taken into account, especially in terms of the ways in which technological tools are used to engage supervisors and students to work with each other, often when they are located in different parts of the world. In this editorial, we consider various examples of technology in association with strategies and processes of supervision that are supervisor-driven or student-driven. Not only have the authors of the articles in this special issue considered in-house established technologies such as learning management systems and online thesis management systems, they have also explored artificial intelligence and tailor-made online professional development programmes to manage and facilitate research supervision.
{"title":"Technology-enabled undergraduate and postgraduate research supervision","authors":"K. Sim, Maria Northcote, Cher Ping Lim","doi":"10.14742/ajet.9149","DOIUrl":"https://doi.org/10.14742/ajet.9149","url":null,"abstract":"In this special issue of the Australasian Journal of Educational Technology, we have focused on how technology is utilised in undergraduate and postgraduate supervision practices to enhance the learning of research students. The views of supervisors and research students are taken into account, especially in terms of the ways in which technological tools are used to engage supervisors and students to work with each other, often when they are located in different parts of the world. In this editorial, we consider various examples of technology in association with strategies and processes of supervision that are supervisor-driven or student-driven. Not only have the authors of the articles in this special issue considered in-house established technologies such as learning management systems and online thesis management systems, they have also explored artificial intelligence and tailor-made online professional development programmes to manage and facilitate research supervision.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"285 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an early exploration of the utility of a theoretical model of internal and external factors that influence and determine relationships between doctoral researchers and information and communication technologies (ICTs). We discuss feedback gathered from three iterations of a voluntary, online, open programme called 23 Things International to illustrate how the components of the model emerge through participants’ reported experiences of the programme; a key is understanding how context-dependent uptake of specific ICTs can be closely connected to whether participants can relate materials directly to their own situation. Although further investigation of the model is warranted, there are indications that it will be useful for guiding not only improvements to future iterations of 23 Things International, but also for designing, developing and implementing learning environments that meet the needs of participants from a variety of (doctoral research) settings. It will also help those responsible for providing such support to understand the varied responses doctoral researchers may have to professional development programmes and support. Implications for practice or policy The model provides insights into factors that influence and determine learner response to incorporating ICTs within doctoral research processes. Examples and discussion of learner responses to doctoral research ICT-focused professional development programmes are useful to course designers. Course design should enable learners to translate ideas into meaningful thinking and practice within their own research contexts. Improvement to the model's applicability requires systematic analysis of its components using a relevant test base (i.e., 23 Things International).
本文对影响和决定博士研究人员与信息和通信技术（ICTs）之间关系的内部和外部因素的理论模型的实用性进行了初步探讨。我们讨论了从一个名为 "23 Things International "的自愿性在线开放项目的三次迭代中收集到的反馈意见，以说明该模型的各个组成部分是如何通过参与者报告的项目体验而显现出来的；其中的关键是理解特定信息与传播技术的使用情况如何与参与者是否能将材料与自身情况直接联系起来密切相关。尽管还需要对该模型进行进一步的研究，但有迹象表明，该模型不仅有助于指导 "23 件国际事物 "今后的迭代改进，还有助于设计、开发和实施学习环境，以满足来自各种（博士研究）环境的参与者的需求。它还有助于负责提供此类支持的人员了解博士研究人员对专业发展计划和支持的不同反应。对实践或政策的启示 该模型深入揭示了影响和决定学习者对将信息与传播技术纳入博士研究过程的反应的各种因素。关于学习者对博士研究中以信息和传播技术为重点的专业发展计划的反应的例子和讨论对课程设计者很有帮助。课程设计应使学习者能够在自己的研究环境中将想法转化为有意义的思考和实践。要提高该模型的适用性，就必须利用相关的测试库（即 23 Things International）对其组成部分进行系统分析。
{"title":"Person, context and judgement: Exploring the potential of a theoretical model describing the role of information and communication technology in the doctoral research process","authors":"Sarah J. Stein, K. Sim, Michael Rose","doi":"10.14742/ajet.8838","DOIUrl":"https://doi.org/10.14742/ajet.8838","url":null,"abstract":"This paper presents an early exploration of the utility of a theoretical model of internal and external factors that influence and determine relationships between doctoral researchers and information and communication technologies (ICTs). We discuss feedback gathered from three iterations of a voluntary, online, open programme called 23 Things International to illustrate how the components of the model emerge through participants’ reported experiences of the programme; a key is understanding how context-dependent uptake of specific ICTs can be closely connected to whether participants can relate materials directly to their own situation. Although further investigation of the model is warranted, there are indications that it will be useful for guiding not only improvements to future iterations of 23 Things International, but also for designing, developing and implementing learning environments that meet the needs of participants from a variety of (doctoral research) settings. It will also help those responsible for providing such support to understand the varied responses doctoral researchers may have to professional development programmes and support. Implications for practice or policy The model provides insights into factors that influence and determine learner response to incorporating ICTs within doctoral research processes. Examples and discussion of learner responses to doctoral research ICT-focused professional development programmes are useful to course designers. Course design should enable learners to translate ideas into meaningful thinking and practice within their own research contexts. Improvement to the model's applicability requires systematic analysis of its components using a relevant test base (i.e., 23 Things International).","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD journey by the candidate to manage and organise documents related to the PhD study and reflect on progress. Using a digital ethnographic methodology, we analyse artefacts from the LMS through the lens of self-directed learning including cognitive, metacognitive, affective and social strategies. Findings showed that the LMS proved to be a useful way to organise, access and store information and had tools to enable motivation, both by the doctoral candidate and the supervisor. They also showed that the relationship between the candidate and supervisor was critical in this success. Implications from this digital ethnography highlight important self-directed strategies enabled through the use of the LMS. In addition, the LMS allowed deep reflection on PhD progress and provided the necessary motivation to complete the study. Therefore, LMS use could potentially increase doctoral candidate retention. Implications for practice or policy Supervisors within universities could consider facilitating an LMS as an effective learning environment to organise, access and store information for a doctoral student’s studies. Doctoral students may benefit from the pedagogical tools in an LMS to enhance self-directed study and facilitate communication with supervisors during their doctoral studies.
{"title":"PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study","authors":"Melissa Fanshawe, G. Barton","doi":"10.14742/ajet.8615","DOIUrl":"https://doi.org/10.14742/ajet.8615","url":null,"abstract":"Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering. The LMS was used throughout the PhD journey by the candidate to manage and organise documents related to the PhD study and reflect on progress. Using a digital ethnographic methodology, we analyse artefacts from the LMS through the lens of self-directed learning including cognitive, metacognitive, affective and social strategies. Findings showed that the LMS proved to be a useful way to organise, access and store information and had tools to enable motivation, both by the doctoral candidate and the supervisor. They also showed that the relationship between the candidate and supervisor was critical in this success. Implications from this digital ethnography highlight important self-directed strategies enabled through the use of the LMS. In addition, the LMS allowed deep reflection on PhD progress and provided the necessary motivation to complete the study. Therefore, LMS use could potentially increase doctoral candidate retention. Implications for practice or policy Supervisors within universities could consider facilitating an LMS as an effective learning environment to organise, access and store information for a doctoral student’s studies. Doctoral students may benefit from the pedagogical tools in an LMS to enhance self-directed study and facilitate communication with supervisors during their doctoral studies.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"88 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Ducasse, Carmen López Ferrero, María Teresa, Mateo Girona
Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context. Implications for practice or policy Programme assessment designers might reconsider policies requiring online collaborative work since teachers and students prefer individual assignments. Assessors might improve digital assessment tools, to increase teacher and student interaction and expediency, without losing individual feedback, in line with unanimous claims that such tools support feedback processes on writing. Course leaders could implement practices buffering the effect of negative feedback because teachers perceive few complaints, but students react badly to negative comments through digital channels.
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